The number of choices in multiple-choice questions, regret, and academic performance

Abstract

Previous research has shown that regret is stronger when people incorrectly answer a question with fewer options than when they incorrectly answer a question with more options. This study aimed to investigate how regret experienced after making errors affects subsequent learning. We hypothesized that regret experienced when making errors on a multiple-choice question with fewer options would enhance the motivation for subsequent learning and improve academic performance. This hypothesis was tested through a field experiment conducted during university lectures. The number of options presented in the multiple-choice questions was manipulated (2-option vs. 8-option). The main effects of the number of options on regret and the interaction between the number of options and students' commitment to learning for the test were found. Specifically, in the 2-option condition, participants experienced strong regret about making errors regardless of their commitment to learning, whereas in the 8-option condition, participants with low commitment to learning experienced less regret about making errors. Moreover, regret experienced during making errors predicts motivation for subsequent learning. This study suggests that the number of response options may influence learners’ motivation through regret and related emotions and highlights the importance of considering efficient learning methods tailored to learners’ study habits.

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